Transitioning to the Common Core State Standards – Mathematics 1 st Grade Session 4 Pam Hutchison...
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Transcript of Transitioning to the Common Core State Standards – Mathematics 1 st Grade Session 4 Pam Hutchison...
Transitioning to the Common Core State
Standards – Mathematics
1st Grade Session 4Pam Hutchison
AGENDA
Problem Solving/Word Problems Review Math Practice Standards Daily Math
Subitizing Number Bonds
Addition and Subtraction Geometry and Time
Two-Step Word Problems
There are 5 students in the red van.
There are 3 more students in the blue van than on the red van.
How many students are in the blue van?
How many students are in both vans?
Two-Step Word Problems
Maria is playing with 8 cars and Pete is playing with 7 cars.
How many cars do they have?
Then they give Kris 5 cars to play with.
How many blocks do they have now?
Practicing Tape Diagrams
Emi had 13 friends over for dinner. Four more friends came over for cake. How many friends came over to Emi’s house?
Dinner
Cake
| |
Tape Diagrams #4
I had 3 apples. My mom gave me some
more. Then I had 10 apples. How many
apples did my mom give me?
Tape Diagrams #5
Kate saw 8 cats playing in the grass. 3
went away to chase a mouse. How
many cats remained in the grass?
Tape Diagram #6
Deb blows up 9 balloons. Some balloons
popped. 3 balloons are left. How many
balloons popped?
Tape Diagram #7
Six adults and 12 children were
swimming in the lake. How many people
were swimming in the lake?
Tape Diagram #8
There are 9 pieces of fruit in the bowl. 4
are apples. The rest are oranges. How
many pieces of fruit are oranges?
Tape Diagrams #9
Susan grew 15 centimeters and Tyler
grew 11 centimeters. How much more
did Susan grow than Tyler?
Susan
Tyler
Tape Diagram #10
Kim cuts a piece of ribbon for her mom
that is 14 centimeters long. Her mom
says the ribbon is 8 centimeters too
long. How long should the ribbon be?
CCSS Mathematical Practices
REASONING AND EXPLAINING2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of others
MODELING AND USING TOOLS4. Model with mathematics5. Use appropriate tools strategically
OVE
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SEEING STRUCTURE AND GENERALIZING7. Look for and make use of structure8. Look for and express regularity in repeated reasoning
Math Practice Standards
Using the MP descriptions from the Kindergarten Flipbook, describe how you are developing each of these practices in your students. Be ready to share an example for each
of the 8 Math Practices Standards. Which standard is the hardest to
implement?
CaCCSS
What 1st grade standard(s) are the subitizing activities supporting?
What 1st grade standard(s) are the hundred’s chart activities supporting?
Daily Math RoutinesWhich of these are you doing…. On a daily basis? At least 1-2 times a week?
Subitizing Number Bonds Counting Place Value 1,10 more/less
Geometry Patterns Time Money Graphs
Use place value understanding and properties of operations to add and subtract.4. Add within 100, including adding a two-digit
number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
Use place value understanding and properties of operations to add and subtract.5. Given a two-digit number, mentally find 10
more or 10 less than the number, without having to count; explain the reasoning used.
6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Engage NY Fluency Practice
Designed to promote automaticity of key concepts
Daily Math is another form of fluency practice
Application Problem Designed to help students understand how
to choose and apply the correct mathematics concept to solve real world problems
Read-Draw-Write (RDW): Read the problem, draw and label, write a number sentence, and write a word sentence
Engage NY Concept Development
Major portion of instruction Deliberate progression of material, from
concrete to pictorial to abstract Student Debrief
Students analyze the learning that occurred
Help them make connections between parts of the lesson, concepts, strategies, and tools on their own
Engage NY
Module 5: Identifying, Composing, and Partitioning Shapes Topic A: Attributes of Shapes Topic B: Part-Whole Relationships
Within Composite Shapes Topic C: Halves and Quarters of
Rectangles and Circles Topic D: Applications of Halves to Tell
Time
A: Attributes of Shapes
Lesson 1: Classify shapes based on defining attributes using examples, variants, and non-examples.
Lesson 2: Find and name two-dimensional shapes including trapezoid, rhombus, and a square as a special rectangle, based on defining attributes of sides and corners.
Lesson 3: Find and name three-dimensional shapes including cone and rectangular prism, based on defining attributes of faces and points.
Lesson 1
Names of shapes are intentionally omitted to encourage students to use precise language as they describe each shape. For instance, rather than describing a
shape as a triangle, students must describe it as having three sides and three corners.
Students are introduced to the term attributes and continue to use this vocabulary throughout the rest of the lessons
Lesson 1
Students use straws cut at various lengths to create and classify shapes.
A list of attributes common to the shapes is created.
As students create new shapes with their straws, they decide if it has all the listed attributes.
Lesson 1Fluency Practice
Sprint
Make It Equal Students are given number cards, 2 “+”
signs and 1 “=“ sign
Given 4 numbers: 9, 5, 5, 1
Create a number sentence: 9 + 1 = 5 + 5
Lesson 1Application ProblemToday, everyone will get 7 straw pieces to use in our lesson. Later, you will use your pieces and your partner’s pieces together. How many straw pieces will you have to use when you and your partner put them together?
Lesson 1Concept Development Materials:
Straws Corner tester Ruler (to draw straight lines)
Explore Open vs Closed
Lesson 1
Problem Set A.19-20 Student Debrief Questions A.7-8 Exit Ticket A.21
Homework A.22-23 Additional Resources
Open and Closed Square Corner Tester
Lesson 2
Students connect defining attributes to the classification name. From Kindergarten: circle, triangle,
rectangle, and hexagon New to 1st Grade: trapezoid and rhombus. Like in kindergarten, students see squares
as special rectangles.
Lesson 2
Concept Development A.27 – Read the descriptions for the
shapes This lesson is about naming the shapes
based on the attributes identified in Lesson 1
Make the Shape game
Lesson 2
Problem Set A.31-32 Student Debrief Questions A.29-30 Exit Ticket A.33
Homework A.34-35 Additional Resources
Shape Description Cards Square Corner Tester
Lesson 3 Defining attributes of three-dimensional
shapes are explored. From kindergarten: sphere, cube, and cylinder New to 1st Grade: cone and rectangular prism.
Students sort and classify models of three-dimensional shapes and real life examples based on their defining attributes. Use of sentence frames to help to distinguish
defining attributes from non-defining attributes. For example: “A [can] is in the shape of the
[cylinder] . It has circles at the ends just like all cylinders. This cylinder is made of metal but some cylinders are not.”
Lesson 3
Materials: (T) Set of three-dimensional shapes, (sphere, cone, cube, rectangular prism, and cylinder), three-dimensional shapes found around home or school, shape description cards, tape
Lesson 3
Another option: collect three-dimensional shapes as suggested below. Spheres: balls (e.g., tennis balls) and
marbles Cylinders: paper towel and oatmeal
containers Cubes: small tissue boxes, gift boxes, and
large dice Rectangular prisms: large tissue boxes,
crayon boxes, marker boxes, and pencil holders
Cones: ice cream cones and party hats
Lesson 3
Concept Development Examining 1 shape at a time – what are
the attributes? Shape Search
Have a variety of shapes around the room After talking about shape, have students
“search” the room for additional examples of each shape
Lesson 3
Problem Set A.42-43 Student Debrief Questions A.40-41 Exit Ticket A.44
Homework A.45-46 Additional Resources
Shape Vocabulary Cards
B: Part–Whole Relationships Within Composite Shapes
Lesson 4: Create composite shapes from two-dimensional shapes.
Lesson 5: Compose a new shape from composite shapes.
Lesson 6: Create a composite shape from three-dimensional shapes and describe the composite shape using shape names and positions.
Lesson 4
Create composite shapes (hexagons, rectangles, and trapezoids) from triangles, squares, and rectangles
Recognize the same composite shape (whole) can be made from a variety of shapes (parts).
Use square tiles to see a large rectangle can have many combinations of smaller rectangles in it
Lesson 4
Fluency Practice Shape Flash
Concept Development Use pattern blocks to explore making
shapes Use the square pieces or color tiles to
create rectangles
Lesson 4
Problem Set B.9-10 Student Debrief Questions B.7-8 Exit Ticket B.11
Homework B.12-13 Additional Resources
2-D Shape Flash Cards
Lesson 5
Concept Development Tangram Sheet
1 for school and 1 for home Grandfather Tang’s Story (or tell
students the origin of tangrams)
Lesson 5
Problem Set B.23-24 Student Debrief Questions B.22 Exit Ticket B.25
Homework B.26-27 Additional Resources
Tangram Template
Lesson 6
Extend exploration of parts and wholes to three-dimensional shapes Create and hide composite shapes; then
describe shape to partner using attributes and positional words
Partner listens and attempts to create the same composite shape
Focus on clear, precise language use
Lesson 6
Concept Development Recreating a 3-D shape based on
verbal description Students have their own set of 3-D
shapes I am going to build a three-dimensional
structure but hide it behind this folder. Listen to my description and try to build the same shape at your desk.
C: Halves and Quarters of Rectangles and Circles
Lesson 7: Name and count shapes as parts of a whole, recognizing relative sizes of the parts.
Lesson 8–9: Partition shapes and identify halves and quarters of circles and rectangles.
Lesson 7
Students explore composite shapes that have been made and sort them into two categories of shapes those made from equal parts those made from non-equal parts
Students count the number of equal parts that form one whole Focus is on equal parts, NOT naming
fractions
Lesson 7
Concept Development Tangram pieces Review using
smaller shapes to create larger shape
Then look at those made using only equal pieces
Lesson 8
Introduces terms half and quarter, or fourths
Introduces terms half-circle and quarter-circle as the names of shapes Students recognize they are named for
their relation to a whole circle Models of rectangular and circular pizzas
are used for discussions about equal parts of a whole
Lesson 8
Concept Development Circle and Rectangle Templates Last night, my brother and I bought a
small pizza to share. We agreed we would each eat half of the pizza, or one out of two equal parts. My brother cut the pizza for us to share, and it looked like this.
Lesson 8
Problem Set C.20-21 Student Debrief Questions C.18-19 Exit Ticket C.22
Homework C.23-24 Additional Resources
Example Images Circles and Rectangles Templates
Lesson 9
Students explore halves and fourths more deeply recognize that as they partition, or
decompose the whole into more equal shares, they create smaller units
Lesson 9
Application Problem Emi cut a square
brownie into fourths. Draw a picture of the brownie. Emi gave away 3 parts of the brownie. How many pieces does she have left?
Lesson 9
Concept Development Pairs of Shapes
Create halves and fourth
Compare number of pieces and size of pieces
Lesson 9
Problem Set C.32-33 Student Debrief Questions C.30-31 Exit Ticket C.34
Homework C.35-36 Additional Resources
Pairs of Shapes Template
D: Application of Halves to Tell Time
Lesson 10: Construct a paper clock by partitioning a circle and tell time to the hour.
Lessons 11–13: Recognize halves within a circular clock face and tell time to the half hour.
Lesson 10
Students count and color the parts on a
partitioned circle, forming the base of a paper clock
learn about the hour hand tell time on both analog and digital
clocks
Lesson 10
Materials Teachers: Partitioned circle template,
digital clock template Students: Partitioned circle template
printed on cardstock, scissors, pencil, yellow crayon, orange crayon, brad fastener
Lesson 10
Concept Development 12 equal parts Number the parts Color Connect to clocks Add hands Time to the hour
Lesson 10
Problem Set D.8-9 Student Debrief Questions D.7 Exit Ticket D.10
Homework D.11-12 Additional Resources
Partitioned Circle Template Digital Clock Template
Lesson 11
Students recognize the two half-circles on the
clock face and connect this with the half hour
see that there are two 30-minute parts that make 1 hour (connecting digital clock and analog clock)
notice that the hour hand is halfway tell time to half hour on analog and
digital clocks
Lesson 11
Concept Development Review time to the
hour Move hand, connecting
to hour Introduce time to half
hour (connecting to half circle)
Introduce 5 minutes and counting by 5
Lesson 11
Problem Set D.21-22 Student Debrief
Questions D.19-20 Exit Ticket D.23
Homework D.24-25 Additional
Resources Additional Clock
Template with Numbers
Lessons 12-13
Practice telling time to hour and half hour
Lesson 12 Application Problem Shade the clock
from the start of a new hour through half an hour. Explain why that is the same as 30 minutes.
Lesson 12
Concept Development Sequence A reinforces time to the
hour. Sequence B reinforces discriminating
between time to the hour and the half hour.
Sequence C focuses on positioning the hour hand when telling time to the half hour.
Lesson 12
Concept Development Sequence D challenges students
beyond the standard to apply their ability of telling time to the hour and half hour to story problems. Kim’s dance class starts at 3 o’clock. The
class lasts half an hour. What does the clock look like when the class ends? Use your paper clock and your personal board to show the time.